1. Identification of the practice or project
|
Broadened recruitment for inclusion in higher VET through assessment and practical cases (experiences?)
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2. Promoter and/or funding body
|
Hälsinglands Utbildningsförbund, HUF
|
3. Country
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Sweden
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4. Web page
|
www.hufb.se
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5. Contact
|
Lena Baleus
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6. Short description of the project
|
Part of the practice is the direct result of a former project funded by the National Agency for Higher VET (MYH), aiming at finding methods for a broadened recruitment of students for higher vocational education and training. It consists of using well-elaborated methods for the assessment and validation of the applicants´ skills and his/her possibilities to assimilate to the content of the VET-program in question. A way to make higher VET possible for those who traditionally have been held outside any form of formal higher education, and opening the labour market for them at the same time.
short description of concrete methods
The other part is the result based on the experience from putting a large amount of the learning situations into sharp cases (?). Cases that allow the students to grow by learning in typical occupational settings, planning, perfoming and evaluating the work that has to be done. Mixing normative and non-normative (formal and non-formal?) students together, fostering inclusive skills to be used in future job situations.
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7. Target group(s) addressed
|
All applicants – in an inclusive sence
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8. Description of resources
|
Duration
|
-
|
User’s ICT level
required
|
-
|
Methodology
|
Validation through theoretical and practical tests and exercises
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Pedagogical approach
|
-
|
Certification
|
-
|
Structure of the resource
|
Not describing a program or course, the structure is to be described somewhat in another way. The validation is performed by having a one-day activity, where teachers and professionals assess the results from the applicants performance in the tests and exercises. Tests and exercises that have been thoroughly created and stipulated in order to filter out those with the best chances to complete successfully the educational program.
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Costs related to implementation
|
-
|
9. Strengths and weakness
|
Strengths
|
Weakness
|
- Formal higher VET is accessible for all applicants, including those who traditionally would be counted out through using normal ways for admitting to higher studies.
- In many cases, unexpected values come out to every ones benefit (peers, work places etc).
Huge individual development for all students participating in the VET program.
|
- Resource demanding in performing the recruiting process
- Resource demanding, running the program
- The work market have further to go before the none normative students are given the same job opportunities after the studies as everyone else.
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10. Lessons learned for WBT
|
There are alternative ways well suited for admission to higher studies.
The use of sharp cases is a well working method for learning occupational skills, aside from only using work places for WBL experiences.
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1. Identification of the practice or project
|
The Skills’10 Project of the Specialized Vocational Training Center (UMEM Beceri’10)
|
2. Promoter and/or funding body
|
Afyonkarahisar Mesleki ve Teknik Anadolu Lİsesi
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3. Country
|
Turkey
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4. Web page
|
http://afyonmerkezeml.meb.k12.tr/
http://meb.gov.tr
http://www.iskur.gov.tr/
https://www.tobb.org.tr/
|
5. Contact
|
114876@meb.k12.tr
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6. Short description of the project
|
What does “Skills´10” mean??
The Skills´10 Project of the Specialized Vocational Training Centres (UMEM) is a project implemented on the 81st anniversary of the Protocol signed between the various partners in Turkey, the Turkish Chambers and Commodity Exchange, the Ministry of Labour and Social Security, the Ministry of National Education and TOBB Economics and Technology University. The main aim of the project is to increase employment by providing jobs for the unemployed and to provide qualified staff to the employers at the same time. It is seen that there is a lot of unskilled labour force in Turkey and on the other hand, companies are in lack of finding qualified personnel. Within this scope, the UMEM Skills´10 Project was initiated in order to solve the unemployment arising from the gap between supply and demand in the labour market. Labour market needs analysis "and 81 labor force-trainee demands, the training of the 81 trained trainers is completed, the theoretical training is given to the unemployed registered to İŞKUR in this direction, the job seekers' It is aimed to provide practical training to the trainees by pairing with the companies under the coordination of "Course Managements", to be employed in the establishments where the trainees are trained by certifying the successful ones. (No complete sentences, Not understandable!)
Afyonkarahisar Vocational and Technical Anatolian High School is one of 121 schools that are included in the UNEM Skills´10 Project. Our school, which renews its equipment through the UMEM Project, is hosting the latest technology for the vocational courses to be opened within the scope of the project. In addition, Vocational teachers are participated in according in-service training courses.
Vocational training courses are organized in our school for those trainees who are selected among the unemployed registered at İŞKUR within the scope of the project. In order to apply for the courses the applicant must first register with the system at İŞKUR´s webpage.
Trainees participating in the courses at UMEM are paid 25 TL (7 €) per day during the course including theoretical learning and on-the-job training through an internship.
Afyonkarahisar Vocational and Technical Anatolian High School has realized 29 courses on (?) 6 vocational courses between 2010 and 2016 and 444 unemployed young people found employment in this context.
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7. Target group(s) addressed
|
In general unemployed people seeking to (re)enter the labour market
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8. Description of resources
|
Duration
|
3 months theoretical training for each course and 3 months maximum for internship training.
|
User’s ICT level
required
|
None
|
Methodology
|
Classroom teaching - Labour at the work place
|
Pedagogical approach
|
Learning by practical work
|
Certification
|
Certification of the Turkish Employment Agency
|
Structure of the resource
|
- Occupational ethics and basic behaviour for professional development
- Basic occupational knowledge
- Advanced vocational knowledge (Practical training at school)
- Skills training in enterprises
- Certification
|
Costs related to implementation
|
Within the scope of the project, all costs related to modernizing the technical infrastructure of the project schools, providing the necessary machine-equipment and educating the trainers were covered by EU funds through the Ministry of Education. The social security of the students is covered by the unemployment fund.
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9. Strengths and weakness
|
Strengths
|
Weakness
|
- Young and adult unemployed and those who are not in an adequate occupation; Trained in those professions needed in the labour market; Rise of employability by developing skills and competences.
- Students who successfully complete the course will be awarded the "Course Completion Certificate" approved by National Education and İŞKUR. This document will enable to work in heavy and dangerous jobs according to the quality of the profession.
- Workplaces do not have to pay trainees during their internship.
- If companies employ successful trainees, the employer´s share of the social security fee will be covered from the unemployment insurance fund for up to 48 months.
|
- The courses offered can not cover all of the trainees applying
- After the course all trainees can not be employed.
- Courses are on weekends or after working hours.
- Those with social security do not participate in courses even if they want to change their profession.
- Companies do not resume trainees at the end of contract date
|
10. Lessons learned for WBT
|
Inadequacies of professional knowledge are striking. However, the efforts of the student to learn the profession are remarkable. Especially the interest in practical training is very surprising. The lectures are close to 100% attendancy even though they are done in the evening or at weekend. However, at the end of the course the project is not approaching the 90% employment target.
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1. Identification of the practice or project
|
Skills Training at the Work Place
|
2. Promoter and/or funding body
|
Afyonkarahisar Mesleki ve Teknik Anadolu Lİsesi
|
3. Country
|
Turkey
|
4. Web page
|
http://afyonmerkezeml.meb.k12.tr/
http://meb.gov.tr
|
5. Contact
|
114876@meb.k12.tr
|
6. Short description of the project
|
Vocational High School students are trained in a company (correct?) for 3 days a week during the academic year. On other days, they come to the school to have the general subjects. The on-the-job training is evaluated as an ordinary educational course. The attendance is recorded regularly in times of the on-the-job training.
Internship for vocational high school students is an extremely useful learning method. While students are still in high school, they experience real business life conditions, prepare for a profession, and most importantly, they develop their skills by applying the knowledge they gain at the work place environment.
The students who are going to the internship start their business life one step ahead of their friends in other ages. The students of the vocational department continue to study both by going to the college and by working and providing them with financial support.
Students can not obtain diplomas if they do not complete their skills training. When students graduate, they are employed in the same business.
Students are insured by the state for occupational diseases and work accidents during on-the-job training. For the students who participate in on-the-job training, the workplace is paid a fee of 1/3 of the minimum wage. 30% of this fee is paid by the state.
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7. Target group(s) addressed
|
Senior students in VET
|
8. Description of resources
|
Duration
|
3 days per week during an academic year
|
User’s ICT level required
|
None
|
Methodology
|
Practical Training - Training at the work place
|
Pedagogical approach
|
Learning by practical work
|
Certification
|
Diploma by the school
|
Structure of the resource
|
- Occupational ethics and basic behaviour for professional development
- Basic occupational knowledge (practical training)
- Skills training in enterprises
- Diploma
|
Costs related to implementation
|
All expenditures related to the applications are jointly provided by the enterprises together with the unemployment fund.
|
June 2017
Erasmus+ KA2 Strategic Partnership Project 2015 – 2017 "Work-based training in the school-to-work transition process", Project No. 2015-1-DE02-KA202-002447
Authors:
Penka Spasova (RESC / Bulgaria); Alfons Müller (ZIB / Germany); Elena Mattioli, Licia Boccaletti (ANS / Italy); Massimo Aloe (Hermes / Malta); Irina Cojocaru (Grigore Moisil Technological High School / Romania); Isabel Vieira, Cláudio Marques (Esprominho / Portugal); Sergeja Brglez (PCO / Slovenia); Stefan Wiik (CfL / Sweden); Hüseyin Kubilay Şahin (MTAL / Turkey)
Coordination: Zentrum für Integration und Bildung - ZIB GmbH, Goerdelerstr. 47, 42651 Solingen/Germany, www.zib-online.net, info@zib-online.net
